Ch 9 What Works ONline

1. Ch 9 What Works ONline CHAPTER 9 Online Discussions Raymond Rose and Alese Smith, Rose & Smith Associates Frank Schneemann

2. CH 9 INTRODUCTION • THIS CHAPTER IS INTENDED for the novice to online discussions to use as an aid while considering the differences between discussions with students that occur online and those occurring face-to-face or by e-mail. • It provides useful techniques for controlling online discussion use and outcomes. • We'll relate our experience with using the tools and summarize available research that looks at the issues relevant to online discussions in a K-12 educational setting.

3. CH 9 DISCUSSIONS DEFINED • By definition, conversations and discussions are different. The Merriam-Webster Online Dictionary (www.m-w.com) defines conversation as • an oral exchange of sentiments, observations, opinions, or ideas, or an instance of such exchange. • By contrast, discussion is defined as • consideration of a question in open and usually informal debate, or a formal treatment of a topic in speech or writing. • This difference is important when thinking about online discussion and the purpose and goals for carrying out the activity in the first place.

4. CH 9 USES OF ONLINE DISCUSSIONS • Online discussions are used in a variety of educational settings: • ■ those involving K-12 students, • ■ online professional development for teachers, and • ■ college courses that are part of a degree program. • They can be as simple as • ■ information and communication e-mailed to parent-teacher lists, or • ■ discussions that take place on a school's Web-based bulletin board. • The discussions can take place • ■ in an audio or video conference used to reach learners at a distance, • ■ in an instant message chat for quick contact during teacher office hours, or • ■ in a Web-based threaded discussion assigned as part of a course activity.

5. Ch9 Definition of Discussion Types Definition of Discussion Types Synchronous discussions require learners to be online and converse at the same time. Asynchronous discussions allow learners to read, reflect, and compose without regard to others' status. Scheduled asynchronous courses direct discussions to occur within stated timelines, for example, within a particular week or series of days. Growing more common are hybrid courses, sometimes called blended courses, where a combination of both asynchronous online and synchronous on-ground activities are used within the same course.

6. Ch 9 Connections to ISTE NETS Standards The most obvious connection to the International Society for Technology in Education's (ISTE's) National Educational Technology Standards for Teachers (NETS•T) is to performance indicator V.D.—Productivity and Professional Practice: Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. The use of online discussion, however, can be connected to many other NETS•T standards, including the standards listed on the following pages………..

7. Ch 9 Connections to ISTE NETS Standards… continued The use of online discussion, however, can be connected to many other NETS•T standards, including the standards listed on the following ……….. II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences.

8. Ch 9 Connections to ISTE NETS Standards… continued The use of online discussion, however, can be connected to many other NETS•T standards, including the standards listed on the following ……….. TEACHING, LEARNING, AND THE CURRICULUM. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centered strategies that address the diverse needs of students. C. apply technology to develop students' higher order skills and creativity.

9. Ch 9 Connections to ISTE NETS Standards… continued • The use of online discussion, however, can be connected to many other NETS•T standards, including the standards listed on the following ……….. • IV. ASSESSMENT AND EVALUATION. • Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: • apply technology in assessing student learning of subject matter using a variety of assessment techniques. • For administrators (NETS•A) the best connection is, as with NETS•T (the NETS for teachers), to the performance indicators listed under the Productivity and Professional Practice standard.

10. Ch 9 Begin by Asking Yourself Questions about Discussions Simply creating an online discussion area is unlikely to guarantee a worthwhile discussion. Participation must be introduced and seen as worthwhile, with attendance required and assessed. Use the same questions that apply to any discussion to ask yourself "what" and "how" when you create an online discussion See next slide …….

11. Ch 9 Begin by Asking Yourself Questions about Discussions WHAT In a fully online course, you may have one or more of the following reasons for using an online discussion. You may want to • obtain information from learners about themselves or about their thoughts, opinions, and experiences; • disseminate information to or among learners; • provide an opportunity for creating community among learners; • provide an environment for learners to make decisions; • allow learners to share knowledge and learning; • assess learners' understanding while you observe; • validate learners' understanding by providing feedback.

12. Ch 9 Begin by Asking Yourself Questions about Discussions "How?“ If your learners aren't interested, how do you motivate them to be involved? How do you design and introduce a discussion that learners will commit to? The quick answer to "how‘ is by means of structure and purpose. Successful online discussions are clearly introduced and described, contain clear guidelines and rubrics, provide examples, are assigned as required activities, and include assessment of participation.

13. Ch 9 Begin by Asking Yourself Questions about Discussions "How?“ continued …….. Be sure and consider your learners' question of "What's in it for me?" (WIIFM). We sometimes describe the effort to participate in a discussion as a "pain',' because it requires work. There's a time commitment, the need for discipline and self motivation, the effort required to overcome the inevitable technical problems. Students who prefer to be involved in online games or face-to-face interactions with friends won't generally stay involved in a boring or overly demanding discussion.

14. Ch 9 Discussions Work Best with Management • Fruitful discussion needs to be managed even more in an online environment • It's important to make a good start to discussions by clearly stating the need for learners to understand the goals and agree with the rules • The online facilitator needs to control the online discussion environment • In some respects, control is more easily done in an asynchronous environment. • All information can be provided explicitly in text, graphics, audio, or video—or all of these elements—and recalled by participants at will.

15. Ch 9 Control Discussion Postings • In well-managed online threaded discussions, each topic is given its own thread, separate from other conversations • All responses in a threaded discussion are grouped together • If discussion tools allow learners to display postings in other views, it is the job of the discussion facilitator to point out the advantages and teach learners how to properly use them. • Threaded discussions should require learners to personalize the subject lines of each of their postings and responses • Participants typically need to be educated and trained to both see and act on the advantage of taking the additional time to change their subjects.

16. Ch 9 Unthreaded versus threaded postings Chronological, Unthreaded Postings 11. some research results 12. in the trenches 13. this one's better still 14. can anyone advise on this? 15. what about these points? 16. could you use these? 17. pls share the URL 18. thanks for tips 19. try backwards approach 20. here's one more 1. Post Your Comments on Jones Reading 2. Describe Your Experience Here 3. Let's Talk about This Week 4. my tech woes are solved 5. assessment myths shattered! 6. my summary 7. thanks for excellent resources 8. my interview w/principal 9. are there ideal study environments? 10. a better article

17. Ch 9 Unthreaded versus threaded postings Threaded Discussion Postings • 3. Let's Talk about This Week • 3.1 my tech woes are solved • 3.2 thanks for excellent resources • 3.2.1 pls share the URL • 3.2.1.1 here's one more • 3.3 are there ideal study environments? • 3.3.1 some research results • 3.4 can anyone advise on this? • 3.4.1 try backwards approach • 1. Post Your Comments on Jones Reading • 1.1 my summary • 1.1.1 what about these points? • 1.2 a better article • 1.2.1 this one's better still • 2. Describe Your Experience Here • 2.1 assessment myths shattered! • 2.2 my interview w/principal • 2.3 in the trenches • 2.3.1 could you use these? • 2.3.1.1 thanks for tips

18. Ch9 Make Asynchronous Discussions Scheduled Asynchronous discussions, those that happen without participants being online simultaneously, have the advantage and disadvantage of not being limited by the time constraints of discussions conducted in person The nature of the asynchronous environment requires discussion designers to clearly articulate expectations and directions to learners. If learners aren't expected to be online within a defined and narrow timeframe, then it's best to direct them to log in, read, and post every other day or a specified number of times per week or session.

19. Ch 9 Provide Clear and Detailed Guidelines What's Expected of You in This Course—Communicate Regularly I expect you to attend class regularly, and attendance is defined as making postings and interacting with your classmates as assigned. • Because this course operates on a scheduled asynchronous basis, not everyone will be actively online when you are. • Visit the course by logging in, reading your classmates' postings, and making at least one posting of your own on at least three different days of each week. • Participate in each of the assignments fully, and in compliance with my expectations sections of each lesson. • Complete all assignments, in particular those that require you to review the work of others. • Complete all assignments during the week I assign them, and before the beginning of each new week, which begins the following Wednesday morning. • Pay special attention to the initial composition and posting phase of multipart assignments, where I ask you to post by midweek (noon on Saturday), and then offer feedback to your classmates as they make their postings. • Get in touch with me immediately if you have any concerns, issues, or problems that might interfere with your participation in your assignments and completing them on time. • Remember to ask questions in the forum Ask Questions Here.

20. Ch 9 Provide Clear and Detailed Guidelines Characteristics of Excellent Discussion Contributions Checking your participation is one of the ways I'll assess your work. Below are some of the things I'll look for when I assess your participation: • statements backed up with references to research • personal observations that connect to the issue • reflections on classmates' postings that connect to your own experiences and knowledge • detailed feedback from a personal perspective • original insights or responses that build on the ideas of other learners • content that demonstrates you have read and understood the particular lesson and readings • content that elicits reflection and responses from other learners • responses to those who comment on your contributions • responses that integrate multiple views and show respect for the ideas of others • responses that dig deeper into assignment questions or issues

21. Ch 9 Analyze the Discussions • Who is normally first to respond? • • Does the first response always take the same tone? • • Does everyone participate in the discussion? • • Are all the comments substantive and do they add to the discussion? • • Is there a person who always seems to be the one that closes a thread? • • Is that closer the facilitator? • • Is that closing post clearly done as a wrap-up or is it unintended? • • How long does the typical discussion go on? • • How many posts? • • How many learners? • • How many posts per learner? • • If the discussion doesn't stay on track, what post moves it in a different direction? • • Does the facilitator's intervention move the discussion back on track? • • Are derailed discussions frequently caused by the same authors? • The facilitator can use the data to provide feedback to learners (perhaps privately) and as a guide when choosing to make posts and interventions

22. Ch 9 Building Community Is Critical • For any discussion to be fruitful, whether online or on-ground, it's helpful for learners to become acquainted and establish a level of trust and respect • For a community to grow online, opportunities have to be purposefully structured and publicized, and participation must be required. • Begin by publicizing clear expectations: describe a plan for participants to build a trusting community of learners by becoming acquainted and working together in a relaxed and enjoyable atmosphere • Start with a personal icebreaker • Don't stop with a single activity—remember that becoming acquainted is a process, not an event. • Online students in well-designed courses report that they, come to know their online teachers better than their face-to-face teachers.

23. Ch 9 Let the Content Be Your Voice • The secret for well-facilitated online courses is that they are not well served by facilitators who respond to their learners' every statement. • This begins with the design of course activities. Activities must be designed to involve learner-to-learner interactions and collaboration, and not depend on the facilitator's action. • Consider the potential learning of those 20 students as they interact with their classmates versus interacting with their facilitator alone • Note that it's essential to make the role of the instructor clear in the syllabus or course overview information (Fig. 9.10). • Instructors should follow through and stay on the sidelines of the discussion as much as possible.

24. Ch 9 What's Left for a Facilitator to Do? • With facilitators free from responding to every posting, they're left with these types of tasks to perform in the online discussions • Moderators should answer any and all questions directed to them, and they should do so within 24 hours • Allow learners to venture into chaotic and difficult waters but be ready to help if they get into trouble • Allow learners to explore unknown territory and share their learning, but it's helpful for the learning process for moderators to correct serious misinformation presented by learners as fact

25. Ch 9 Structure Provides Freedom It's structure and order that gives us the environment in which we can be free to learn. Serious learning and productive, innovative ideas can be exchanged and debated All learners should understand the purpose, the rules, and the expectations. Work toward a common goal; and don't lose time waiting for others, wondering what to do. This is the goal of discussions

26. Ch 9 Conclusions Online Discussions Enhance Learning!